Camtree Digital Library

Camtree, the Cambridge Teacher Research Exchange, exists to promote, support and publish ‘close-to-practice’ research carried out by educators. The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.  

Camtree is a centre based at Hughes Hall, a constituent college of the University of Cambridge. You can find out more about Camtree at https://www.camtree.org.

Recent Submissions

  • PublicationOpen Access
    Colourful Semantics and AAC
    (2025) Codina, Geraldene; Doak, Lauran
    Context: This case study explores the use of Colourful Semantics and Augmentative and Alternative Communication (AAC) tools to support literacy development in a special school setting. The study focused on two pupils with autism, aiming to increase engagement and comprehension during shared reading through interest-based stories and visual communication strategies. Aims: The research aimed to investigate how AAC tools, including TD Snap and Colourful Semantics, could be used to enhance participation and understanding in literacy activities. It sought to explore how these approaches could be embedded into shared reading to support expressive language and sentence structure development for non-speaking pupils. Methods: Using a Lesson Study model, the team planned and delivered three shared reading sessions tailored to each pupil's interests. Observations focused on engagement, comprehension and use of AAC. Laminated Colourful Semantics symbols and TD Snap page sets were used to support sentence construction and character identification. Ethical consent was obtained for anonymised publication. Findings: Both pupils showed increased engagement and comprehension. Pupil A responded well to Colourful Semantics prompts and began answering 'who' and 'what doing' questions. Pupil B used TD Snap to identify characters and allowed adult modelling on a second device, marking a shift in his AAC use. Interest-based texts and visual supports were key to sustaining attention and promoting interaction. Implications: The study highlights the value of embedding Colourful Semantics and AAC into literacy teaching for pupils with complex communication needs. Staff training in adapted resources and AAC modelling is essential. Lesson Study proved an effective model for collaborative professional development, and the approach is recommended for wider dissemination across the curriculum to support inclusive literacy practices.
  • PublicationOpen Access
    Maths on the Move: Learning through movement
    (2025) Codina, Geraldene; Doak, Lauran
    Context: This case study was conducted in a mainstream secondary school and focused on two female pupils with Special Educational Needs and Disabilities (SEND). Using the Lesson Study model, the research explored how movement-based learning and manipulatives could support engagement and understanding in mathematics, particularly for learners with cognitive and social communication needs. Aims: The study aimed to evaluate the impact of movement-based activities and tactile resources, specifically algebra tiles, on the mathematical performance of pupils with SEND. It sought to identify how spatial dynamics and kinaesthetic strategies could be used to enhance conceptual understanding and motivation in mathematics. Methods: Three lesson study cycles were planned and observed collaboratively. Activities included learning about angles through movement in large spaces and solving algebraic problems using manipulatives. Observations focused on pupil engagement, comprehension and independence. Pupil voice was gathered to assess enjoyment and perceived learning. Ethical consent was obtained for anonymised publication. Findings: Movement-based activities and manipulatives significantly improved engagement and understanding for both pupils. A larger space was essential for successful movement tasks. Pupil A showed strong conceptual grasp using algebra tiles but was reluctant to record answers. Pupil B required initial support but progressed to independent problem-solving, expressing enjoyment and pride in her success. The maths department has since invested in manipulatives for wider use. Implications: The study highlights the value of movement and manipulatives in supporting inclusive maths teaching. It recommends considering spatial arrangements and differentiated resources to meet diverse needs. These strategies not only benefit pupils with SEND but also help close attainment gaps for disadvantaged learners more broadly.
  • PublicationOpen Access
    Dual Coding: Mainstream Secondary
    (2025) Codina, Geraldene; Doak, Lauran
    Context: The study examines the implementation of lesson study focused on Dual Coding within mainstream Secondary Education, particularly for pupils aged 14. This approach aims to enhance educational outcomes for students, especially those with Special Educational Needs and Disability (SEND). The research was conducted following ethical guidelines, ensuring anonymity for participants. Aims: The primary aim of the study was to investigate the effectiveness of dual coding as a teaching strategy to improve academic performance and engagement among mainstream secondary students. The study sought to identify the potential impacts of incorporating dual coding techniques within lesson structures, especially to better support inclusion. Methods: Using a Lesson Study model, the team collaboratively planned and delivered two lesson cycles. Resources were adapted to include simplified visual cues and structured layouts. Observations and pupil work were analysed to assess changes in engagement and performance. Ethical consent was obtained for anonymised publication. Findings: Dual coding led to improved engagement and writing quality. One pupil showed a grade increase of nearly two levels. Teachers noted that the benefits were sustained beyond the initial novelty. Pupils responded positively to the visual scaffolds, and adjustments to layout and spacing further supported accessibility. Implications: The study highlights dual coding as an effective strategy for supporting diverse learners in mainstream secondary settings. It recommends expanding its use across subjects and developing schemes of work that embed visual supports. Collaborative planning and ongoing
  • PublicationOpen Access
    Introducing Attention Autism
    (2025) Codina, Geraldene; Doak, Lauran
    Context: This study explores the implementation of the Attention Autism intervention within a mainstream primary school's autism Resource Unit. The intervention was introduced to support children with autism in developing sustained attention, turn-taking, and positive peer interaction. Aims: The primary aim was to evaluate whether the Attention Autism programme could improve the social skills and social development of children with autism. The study also sought to assess whether progress made during structured sessions would transfer to less structured parts of the school day, such as break and lunchtime. Methods: The study employs an action research methodology, adhering to ethical guidelines for participant consent and data anonymity. It comprises two distinct cycles of action research, where planned interventions are developed, implemented, and subsequently reviewed. The research draws upon established literature on Attention Autism and incorporates structured observations during specific activities aimed at enhancing child engagement. Findings: The findings suggest that the Attention Autism programme effectively supports children in enhancing their attention and engagement. Increased participation in activities and improved turn-taking were observed, although progress in some areas was slower than expected within the typical timeframe of the programme. Consequently, Stage 4 of Attention Autism was not reached. Observations during break and lunchtime indicated that some children were beginning to apply their learning from the programme in different contexts. Implications: The findings suggest that Attention Autism can positively influence attention and social development in children with autism, with some evidence of skill transfer beyond intervention sessions. The study highlights the importance of pacing the intervention appropriately and tailoring resources to sustain engagement. Educators may find value in adopting this structured, engaging approach to support inclusion and emotional well-being in similar settings
  • PublicationOpen Access
    Universal Offer and the Graduated Response
    (2025) Codina, Geraldene; Doak, Lauran
    Context: The study explores action research focusing on the intersection of inclusion and special educational needs and disabilities (ISEND) within a mainstream Primary Educational setting. A comprehensive and effective universal offer, coupled with the graduated response model, is positioned as critical for ensuring early identification and appropriate support for diverse learners. Aims: The research aimed to evaluate whether the implementation of an additional layer of support - termed 'universal+' - within the graduated response would lead to more secure identification of SEND. It sought to improve consistency in inclusive practice and ensure that pupils receive the right support at the right time. Methods: Two cycles of action research were undertaken. Data collection included staff questionnaires, learning walks, pupil voice activities, and analysis of SEND registers. A comprehensive audit of the universal offer was conducted, alongside feedback from a Multi-Academy Trust (MAT) SENDCo network. Ethical consent was obtained to publish anonymised data. Findings: Action Research cycle 1 - The research identified inconsistencies in the universal offer, particularly for SEMH and Communication and Interaction needs. Staff understanding of the graduated response varied, and monitoring processes lacked structure. Action Research cycle 2 - A new 'universal+' stage was introduced to strengthen early identification. MAT-wide audits and SENDCo network feedback informed the development of a graduated response flowchart and provision map, improving consistency, clarity and inclusive practice across schools. Implications: The findings highlight the importance of a robust universal offer and a clearly defined graduated response in securing accurate SEND identification. The study supports the development of consistent, inclusive practices across schools and emphasises the need for collaborative planning, ongoing assessment, and shared expertise. Embedding these systems can lead to more timely and effective support for learners with SEND.
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